The Research For The Primary School Higher Grade Students In Parenting Style, Academic Attribution And Attribution Training

Learning is still very important for most of the students and examinationresult is considered as the main factor to measure the learning effect ofstudents in recent times. Students are the future of our country for theywere given the responsibility to construct and develop it. That is thereason why students’ academic performance attracts much attention.There are factors of many aspects that affect learning achievement, whichincludes internal factors such as academic attribution, motivation, andlearning attitude, and external factors like parenting styles and learningatmosphere of the whole class, while external factors as parenting stylesmay have a direct impact on students’ academic attribution of internalfactors, thus affecting the academic performance of students. Therefore,this study is an analysis based on the relationship between parentingstyles, academic attribution and academic performance, and relatesacademic attribution with academic performance. It changes student’smode of internal academic attribution and improves their academicperformance by way of attribution training. The significance of thisresearch topics is to enrich the related reaching field, and its’ importantguiding function to mental health for the primary and secondary students.According to previous studies, this study try to investigate the overallsituation of parenting styles and academic attribution and differences intheir demographic variables of older pupils through questionnaires like "Family Education Scale " and " multi-dimensional-multi-causalattribution scale", and deal with the correlation between parenting stylesand academic attribution at the same time. Then it analyzes theconnection of these two reach objects with academic performance. Finally,it try to draw a proper conclusion by attribution training. According to thestudy requires, students were divided into experimental and controlgroups. The members of the experimental group were attributed to thetraining, while the members of the control group not. After two months of attribution training, there come to the following results:Features:(1) For upper primary students, authoritarian parenting style is the way ofparenting, accompanied by some degree of protective behaviors. Thereare significant differences in family education in the aspects of gender,grade, urban or rural, the only child or not.(2) For upper primary school students, they did not form a stableattribution model. And internal and external control type almost attributeat the same level. Comparison of the results of various studies on thedimensions of attribution is: effort> Luck> Scenario> capability. Thereare significant differences in academic attribution in the aspects of gender,urban or rural, the only child or not but grade.(3) Academic attribution and parenting styles of upper elementarystudents with were significantly related. Positive parenting styles cantrain children to form a stable, internal attribution mode, and attributioncan also improve the parenting styles to make it more positive and moredemocratic.(4) The parenting styles of Primary students of high grades aresignificantly associated with academic performance. Warm andunderstanding atmosphere of positive parenting styles have some positivecorrelation with academic achievement. To some extent, it can promoteacademic achievement. While parenting styles like punishment, harsh,excessive interference and other negative ways have some negativeimpact on academic achievement.(5) Academic attribution of upper elementary school students wassignificantly associated with academic performance. Student’s level ofeffort, his own ability has a significant positive correlation with hisachievement. While the external academic environment and instability ofluck has no significant correlation with students’ academic level.(6) According to the result of attribution training, upper elementarystudents can take a positive, stable, internal attribution style in the face of academic attribution problem. Academic success attributed more ininternal attribution like effort and ability than external attribution likesituation and luck compared to the time before experiments.